General Education Learning Outcomes:
Campus Discussion on Development & Process
Sacramento City College
LR 105 – 2:00-3:30
April 4th, 2006
Facilitators:
Alan Keys, Faculty Research Coordinator &
Members of the SCC SLO advisory group
of the Curriculum GE subcommittee
What is a Student Learning Outcome?
Student learning outcomes (SLOs) can be categorized
in terms of…
What students should know,
and/or be able to do…
…when they have completed a course, program,
student service intervention, certificate, or degree.
Status of SLO development at SCC

Course SLO development (facilitated via curriculum & Prof. development)

Program Learning Outcome development progressing rapidly

Faculty engagement across college



SLO advisory group efforts
 SLO Statement of Philosophy, ProLO workshops, SLO website
resources
Individual faculty projects
Student Service connections (Counseling; DSPS)
GELO development: Why now?

Curriculum, Articulation and Accreditation

Clarification of Title 5 GE requirements

Articulation of graduation requirements with transfer
institution SLO expectations

New Accreditation standards focus on SLOs
GELO Development Breakout
“Upon graduation, our students
will be able to…”
GELO Development Breakout –
Considerations

Focus on degree-earners

Encompass variety of degrees
(General AA & AS, specific instructional & vocationalspecific degrees, transfer & terminal)

Expect varying levels of GELO achievement
(Effect of various personal and academic factors)
GELO Examples from other CCs




ARC – Title V
Riverside Community College – Title V +
accreditation recommendations
Cabrillo College – Some Title V + core
competencies
LACC – Title V +++++++
Accreditation Standard 2 (A3)
General education has comprehensive
learning outcomes for the students who
complete it, including the following:
a. An understanding of the basic content and
methodology of the major areas of
knowledge: areas include the humanities
and fine arts, the natural sciences, and
the social sciences.
More on Standard 2 (A3)
b. A capability to be a productive individual
and life long learner: skills include oral and
written communication, information
competency, computer literacy, scientific
and quantitative reasoning, critical
analysis/logical thinking, and the ability to
acquire knowledge through a variety of
means.
More on Standard 2 (A3)
c. A recognition of what it means to be an
ethical human being and effective citizen:
qualities include an appreciation of ethical
principles; civility and interpersonal skills;
respect for cultural diversity; historical and
aesthetic sensitivity; and the willingness to
assume civic, political, and social
responsibilities locally, nationally, and
globally.
Possible Next Steps for GELO
Development

Create an open and transparent process

Form task groups for proposed GE areas

Include discipline faculty, GE subcommittee, and
SLO advisory group members

Consider implementation issues
Proposed timeline

Spring ’06


Fall ’06



Identify areas, submit campus issue on process, &
form groups
Present plan at Flex
Develop drafts, obtain feedback and finalize GELOs
Spring ’07



Discuss implementation issues
Obtain feedback
Submit campus issue on final product and
implementation
Close the Loop

Use GELO development to inform
curriculum and program design

Make GELO assessment both formative and
summative with the focus on students

Share insights and collaborate
Bloom’s Taxonomy:
Cognitive domain
Cognitive Domain
Learning Outcomes Related To Knowledge
Knowledge
Comprehension Application
Analysis
Synthesis
Evaluation
Student
remembers or
recognizes
information or
specifics as
communicated
with little personal
assimilation.
Student grasps the
meaning behind the
information and
interprets, translates,
or comprehends the
information.
Student uses
information to
relate and apply it
to a new situation
with minimal
instructor input.
Student
discriminates,
organizes, and
scrutinizes
assumptions in
an attempt to
identify evidence
for a conclusion.
Student
creatively applies
knowledge and
analysis to
integrate
concepts or
construct an
overall theory.
Student judges or
evaluates
information
based upon
standards and
criteria, values
and opinions.
Cite
Label
List
Enumerate
Identify
Imitate
Match
Name
Quote
Recall
Reproduce
State
Write
Convert
Define
Describe
Discuss
Estimate
Explain
Generalize
Identify
Illustrate
Locate
Paraphrase
Restate
Summarize
Apply
Chart
Compute
Demonstrate
Determine
Dramatize
Establish
Make
Manipulate
Prepare
Project
Solve
Use
Analyze
Compare
Contrast
Correlate
Diagram
Dissect
Differentiate
Distinguish
Infer
Investigate
Limit
Outline
Separate
Assemble
Create
Construct
Design
Develop
Formulate
Generate
Hypothesize
Initiate
Invent
Modify
Reframe
Synthesize
Access
Appraise
Conclude
Critique
Decide
Defend
Diagnose
Evaluate
Judge
Justify
Rank
Recommend
Support
Basic
Knowledge
Level
More Sophisticated
Higher Level Thinking
Critical Thinking
Bloom’s Taxonomy:
Affective domain
Affective Domain
Learning Outcomes Related To Attitudes, Behaviors, and Values
Receiving
Responding
Valuing
Organization
Characterization
Students become
aware of an attitude,
behavior, or value.
Students exhibit a
reaction or change
as a result of
exposure to an
attitude, behavior, or
value.
Students recognize
value and display
this through
involvement or
commitment.
Students determine
a new value or
behavior as
important or a
priority.
Students integrate
consistent behavior as
a naturalized value in
spite of discomfort or
cost.
Accept
Attend
Describe
Explain
Locate
Observe
Realize
Receive
Recognize
Behave
Comply
Cooperate
Discuss
Examine
Follow
Model
Present
Respond
Show
Studies
Accept
Adapt
Balance
Choose
Differentiate
Defend
Influence
Prefer
Recognize
Seek
Value
Adapt
Adjust
Alter
Change
Customize
Develop
Improve
Manipulate
Modify
Practice
Revise
Authenticate
Characterize
Defend
Display
Embody
Habituate
Internalize
Produce
Represent
Validate
Verify
Basic
Knowledge
Level
More Sophisticated
Higher Level Thinking
Critical Thinking
Bloom’s Taxonomy:
Psychomotor domain
Psychomotor Domain
Learning Outcomes Related To Skills
Observe
Model
Recognize
Standards
Correct
Apply
Coach
Students
translate sensory
input into
physical tasks or
activities.
Students are able
to replicate a
fundamental skill
or task.
Students
recognize
standards or
criteria important
to perform a skill
or task correctly.
Students use
standards to
evaluate their own
performances and
make corrections.
Students apply
this skill to real
life situations.
Students are able
to instruct or train
others to perform
this skill in other
situations.
Hear
Identify
Observe
See
Smell
Taste
Touch
Watch
Attempt
Copy
Follow
Imitate
Mimic
Model
Reenact
Repeat
Reproduce
Show
Try
Check
Detect
Discriminate
Differentiate
Distinguish
Notice
Perceive
Recognize
Select
Adapt
Adjust
Alter
Change
Correct
Customize
Develop
Improve
Manipulate
Modify
Practice
Revise
Build
Compose
Construct
Create
Design
Originate
Produce
Demonstrate
Exhibit
Illustrate
Instruct
Teach
Train
*Usually no
outcomes or
objectives written
at this level.
Basic
Knowledge
Level
More Sophisticated
Higher Level Thinking
Critical Thinking